Dear Professors and Colleagues,
Is teachers attitudes important in mandatory technology integration environment? Could you recommend studies about it?
Thanks
can refer to
The Effects of ICT Environment on Teachers’
Attitudes and Technology Integration
in Japan and the U.S.
Teachers’ Attitudes
about
Computer Technology
Training,
Professional Development,
Integration, Experience, Anxiety, and Literacy
in English Language Teaching
and Learning
Teachers Attitude and Confidence in Technology Integration
Teacher attitudes are of major importance when integrating technology into the educational system. Teachers need to believe that technology can enhance their teaching an students' learning and also need to believe that they have the ability to adequately control the use of technology in the educational domain. Research studies have clearly indicated that self-efficacy of teachers, technological self-confidence, and locus of control are attitudes that have a significant relationship with efficient use of technology in teaching and learning. Below are a number of relevant references:
Katz, Y.J. & Yablon, Y.B. (2011) Affect and digital learning at the university level. Campus Wide Information Systems, 28(2), 113-123.
Katz, Y.J. & Yablon, Y.B. (2011) Student assessment of affective variables in an internet-based 'Introduction to quantitative research methods' course. EURODL, Special issue on the best research papers presented at EDEN Conferences 2010, 70-83.
Katz, Y.J. (2013) University students' attitudes toward cell-phone based learning. EURODL, Special issue on the best research papers presented at EDEN Conferences 2012, 92-105.
Katz Y.J. (2014) Cognitive and affective aspects of SMS based learning at the university level. Athens Journal of Education, 1(4), 259-269.
Katz, Y.J. (2015) Mobile learning delivery via social networks: what platforms do first-year university students prefer. EURODL, Special issue on the best research papers presented at EDEN Research Workshop 2014, 63-75.
Katz, Y.J. (2015) SMS based learning delivery, achievement and affect: a viable alternative to traditional vocabulary or concept learning at the university level. Curriculum and Teaching, 30(1), 5-21.
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